“Are you there?”: Teaching presence and interaction in large online literature classes [PDF]
Asian-Pacific Journal of Second and Foreign Language Education, 2022 Increasing interaction in large online classes is a challenge that many teachers are facing in the post-pandemic era. This study, rooted in Garrison et al.’s CoI (Community of Inquiry) framework, employs both quantitative and qualitative methods to ...
Fang Li
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Fostering Cognitive Presence, Social Presence and Teaching Presence with Integrated Online-Team-Based Learning. [PDF]
TechTrends, 2021 This paper describes the development of the Integrated Online-Team-Based Learning (IO-TBL) model and details students' perceptions of IO-TBL using the Community of Inquiry framework. IO-TBL is an online team-based learning course design that combines the flexibility of asynchronous engagement with the connectedness offered through synchronous meetings.
Parrish CW +4 more
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Student engagement and teaching presence in blended learning and emergency remote teaching [PDF]
Journal of Computers in Education, 2023 Emergency remote teaching (ERT) and blended learning have emerged in higher education since the outbreak of the COVID-19 pandemic. However, there have been few comparisons between them to assess whether blended learning affords better learning environments than ERT.
Su F, Zou D, Wang L, Kohnke L.
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College students’ perceived teaching presence in emergency remote online mathematics teaching
Journal of Research and Advances in Mathematics Education, 2022 In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching.
Isaac Bengre Taley
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Online Learning, 2018 Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended ...
Lisa E Gurley, PhD, RN, CNE, COI
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Online Learning, 2019 This case study probes the posting patterns of students’ social presence, cognitive presence, and teaching presence in an online learning setting in the basis of community of inquiry framework.
Selcan Kilis, Zahide Yıldırım
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Investigating relationships among regulated learning, teaching presence and student engagement in blended learning: An experience sampling analysis. [PDF]
Educ Inf Technol (Dordr), 2023 This study explored the relationships among regulated learning, teaching presence and student engagement in blended learning. A two-level model was designed based on contextual factors (teaching presence) and individual factors (regulated learning), and ...
Liao H, Zhang Q, Yang L, Fei Y.
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Teaching Presence, Self-Regulated Learning and Learning Satisfaction on Distance Learning for Students in a Nursing Education Program. [PDF]
Int J Environ Res Public Health, 2022 The novel coronavirus pandemic has dramatically affected how nursing students are educated. Distance learning has become the norm, and an evaluation of learning achievement is needed.
Yoo L, Jung D.
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Teaching presence predicts cognitive presence in blended learning during COVID-19: The chain mediating role of social presence and sense of community. [PDF]
Front Psychol, 2022 With the continuous lockdown and staying home strategies of COVID-19, both instructors and learners have met with the presence challenges in language learning.
Li L.
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Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory. [PDF]
Front Psychol, 2021 Given that there is no consensus on a framework for measuring presence in online teaching, this paper focuses on the construction of a reliable measurement framework of teaching presence based on the Community of Inquiry theory.
Wang Y, Zhao L, Shen S, Chen W.
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